Tiered Teacher Coaching to Promote Self-Determination in the Classroom
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| Title: | Tiered Teacher Coaching to Promote Self-Determination in the Classroom |
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| Language: | English |
| Authors: | Jessie C. Kiblen (ORCID |
| Source: | Grantee Submission. 2024 n. |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| Publication Date: | 2024 |
| Contract Number: | R324A200007 |
| Abstract: | Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI), an evidence-based instructional model, is designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training and ongoing support to enhance fidelity, teacher implementation skills, and positive student outcomes. Coaching is an effective way to support the effective implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs and requested support level. This article describes a three-tiered coaching model for the SDLMI that can be used to inform teacher supports for effective SDLMI implementation. This three-tiered model builds on and expands the research-based SDLMI Coaching Model, providing a framework for further individualizing and intensifying SDLMI coaching support to enhance teacher implementation and associated student outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | TD650337 |
| Database: | ERIC |
| Abstract: | Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI), an evidence-based instructional model, is designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training and ongoing support to enhance fidelity, teacher implementation skills, and positive student outcomes. Coaching is an effective way to support the effective implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs and requested support level. This article describes a three-tiered coaching model for the SDLMI that can be used to inform teacher supports for effective SDLMI implementation. This three-tiered model builds on and expands the research-based SDLMI Coaching Model, providing a framework for further individualizing and intensifying SDLMI coaching support to enhance teacher implementation and associated student outcomes. |
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